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Therefore, a better understanding of the functional living skills of adolescents with ASD, and to what extent they can be taught is needed (Seaman-Tullis and Cannella-Malone 2016). Researchers have evaluated the effectiveness of different interventions (teaching strategies or strategies used in teaching functional skills) in teaching both social skills (e.g. starting a conversation, reading the mind, giving and requesting directions) and practical skills (e.g. how to cook, how to calculate, how to do laundry, and how to brush teeth) to adolescents and young adults with ASD. However, there is limited information on how these adolescents and young adults of ASD can be taught vocational skills and how adolescents and young adults with ASD who are unemployed or underemployed can be supported to be independently employed. In addition, a lack of studies evaluating the generalization of acquired skills both to a novel setting and to a new stimulus is noticeable. Because of the variability in the findings of this review, we suggest that further studies be conducted to confirm or refute our findings and provide more evidence on functional living skills that can be taught to adolescents and young adults with ASD and contribute to the improvement of employment opportunities for adolescents and young adults with ASD. d2c66b5586